Recent Trends in Children's Cognitive Function Disorders "A Future Vision" | ||||
| International Journal of Childhood and Women’s Studies | ||||
| Article 5, Volume 2, Issue 2, April 2022, Page 1-26 PDF (735.01 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ijcws.2022.246257 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Iman Ahmed Khalil | ||||
| Associate Professor of Child Psychology Department of Psychological Science Faculty of Early Childhood Education, Cairo University, Egypt | ||||
| Abstract | ||||
| Cognitive Function Disorder is one of the important areas which cognitive psychology is focusing on. These functions include: language, speech, memory, intelligence, and executive functions. Cognitive process refers to process that includes knowing how individuals think, perceive, memories, and solve problems, and how he directs his attentions towards one stimulus rather than other. Actually, there is a group of factors affecting these cognitive process, subjective and objective factors. In addition, preschool stage, is a stage of fast development in executive functions, related to fast brain development. Neurological Cognitive Disorder, is one kind of psychological disorder which affect mainly individual cognitive abilities, which in turn includes learning memory, perception, and solving problem. Several theorists tried to interpret the causes underpin these disorders (e.g.: Piaget; Vygotsky; and Feuerstein). Drawing on their views we can conclude that cognitive function disorders in children is centered on failure in cognitive abilities and process, which leads to failure in some thinking skills. This paper concluded that in order to healing such disorders, our actions should be based on two approaches, first: child centered approach which includes: (1) developing children's executive functions; (2) adopting perceptual motor strategy; (3) employ Audiblox program; (4) adopting dynamic and cognitive assessment; and (5) developing multiple intelligences in children. Second: through early childhood teacher's preparation, by adopting several strategies including: (1) practice based on psychological process strategy; (2) practice based on analyzing the task; (3) practice based on multiple senses; (4) behavioral analyses strategy; (5) role exchange strategy; and (6) early intervention strategy. | ||||
| Keywords | ||||
| Keywords: Cognitive functions; cognitive process; neurological cognitive disorders; thinking skills; early childhood. الاتجاهات | ||||
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